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At Anglesey, we are a vibrant and nurturing school community, where children are given the skills to become, inquisitive, resilient, independent learners. Our curriculum provides a range of creative, challenging and inspiring experiences for all. This equips our children with the life skills to be happy, flourish and be successful...Today, tomorrow and in the future

Attendance

Whole School Attendance

The schools total attendance is currently at:

95.34% Total

Intent implementation impact

ANGLESEY PRIMARY SCHOOL      

PSHE CURRICULUM INTENT    

Inquisitive, Resilient, Independent    

At Anglesey, we are a vibrant and nurturing school community, where children are given the skills to become, inquisitive, resilient, independent learners.    

Our curriculum provides a range of creative, challenging and inspiring experiences for all.  This equips our children with the life skills to be happy, flourish and be successful…Today, tomorrow and in the future    

PSHE INTENT   

At Anglesey, we have a PSHE curriculum that prepares our children for the wider world and for their future. Our curriculum demonstrates appropriately aged content, skills and knowledge which fulfil the duties of the RSE curriculum. All of this has been undertaken in consultation with parents and sensitivity to our school community. We want pupils to understand how they are developing personally and socially and tackles many of the moral, social and cultural issues that are part of growing up in our society. We provide our children with opportunities to learn about rights and responsibilities and to appreciate what it means to be a member of  a diverse society. Our children develop their sense of self worth by contributing positively to school life and the wider society. British Values are taught through PSHE and the wider curriculum and the values of inquisitiveness, resilience and independence are key to our curriculum. The well being of pupils is at the heart of what we do at Anglesey and we focus on issues which are pertinent to our community.

PERSONAL DEVELOPMENT AND VALUES     

INQUISITIVE    

An inquisitive learner has a thirst for learning and wants to discover as much as they can about the world by asking questions.    

RESILIENT    

A resilient learner can bounce back from challenges and problems, but also has the capacity to adapt in the face of challenging circumstances, whilst maintaining a stable mental wellbeing.    

INDEPENDENT    

An independent learner takes responsibility for their own learning. They are self-motivated and accept that frustration in the present is worthwhile to achieve future success. They take initiative and are good problem solvers.    

  

  

  

Pupils develop Inquisitiveness in PSHE by:   

  • Taking part in weekly school and class councils, ask what could we realistically change in our school life? What would be practicable and helpful? How will we find the best answers to these questions? Councils encourage children to ask these challenging and inspiring questions. 
  • Making new friendships. This requires them to watch other children then engage with them and ask questions. They are encouraged to keep play going and must find different ways of doing this. In order to maintain and develop relationships, children must enquire and find out things about the other person e.g. their likes/dislikes.  
  • Questions are modelled to children and they are given opportunities to question staff and each other. E.g. ask someone how they are feeling or what they did today?
  • Looking at values such as tolerance and resilience and considering our viewpoint and those of others
  • Asking questions about new or unfamiliar topics for example, modern day slavery
  • Finding out about the rights of children and about how the British Values affect us
  • Showing inquisitiveness across the curriculum. Every fortnight, during a department assembly, children can receive certificates for being ‘inquisitive, resilient or independent’. The children then either have a VIP lunch or if they are in Y6, have juice and biscuits with the Head Teacher.
  • Year 5/6 have been working on the ‘Choices Program’. This is an interactive comic that works through real life issues children of that age could face and gives them opportunities to discuss and think about how they would act in this situation. Children are given time to reflect and think about why characters act a certain way, what influences their family, friends, environment have on them etc.

Pupils develop Resilience in PSHE by:   

  • Understanding that it is one thing to identify a problem; it is another to find a way forward. Beyond even this, though, is the discipline of pressing on with the steps needed to follow through to a final outcome. Every council needs at least one completer-finisher. 
  • Undertaking the Bounce Back programme across the school, including units such as positive thinking, mistakes help you to learn etc
  • Allocating time to discuss and identify feelings in ourselves and others e.g. making faces in mirrors and learning the names of different emotions. 
  • Using  stories and characters to illustrate how to identify and deal with difficult feelings as well as real life situations. E.g. a child feels sad and angry they didn’t win a game but teachers explain that we can’t win all the time and there will be other opportunities to win.  
  • If a child’s name is put on Neg/ Behaviour/Thumbs Down, the reason is always made clear and the child is given opportunities to turn their behaviour around. This enables them to become resilient and be in charge of their own behaviour and success. 
  • Showing resilience across the curriculum. Every fortnight, during a department assembly, children can receive certificates for being ‘inquisitive, resilient or independent’. The children then either have a VIP lunch or if they are in Y6, have juice and biscuits with the Head Teacher.
  • Taking part in the ‘Choices program, which teaches children that the ‘right’ thing can sometimes be the more difficult thing to do. But encourages children that doing the right thing will lead to a better world for everyone. And that just because someone says they’re your friend doesn’t mean they are behaving like a friend. It takes real resilience to cut ties with a bad friend.

Pupils develop Independence in PSHE by:   

  • Having a voice. The key notion of councils is that children have a voice. Therefore, in terms of how the school community makes decisions, the children are not unhealthily over-dependent. They can have a crucial influence
  • Being continuously encouraged to be independent in their learning e.g. instead of telling children how many legs a spider has, ask them to find out by counting themselves. Phonics games for initial sounds -go on a sound safari looking for objects beginning with the letter s.  
  • Teaching children how to be independent in terms of life skills e.g. putting on shoes, socks and coats, washing hands correctly, using scissors, road safety, cooking etc. according to our Life Skills curriculum
  • Understanding that being independent means having the confidence to try things for yourself and we talk about making mistakes as a positive way of becoming more independent. 
  • Children are able to choose activities independently during child-initiated time. A range of resources is accessible for children to select appropriate tools for specific tasks. 
  • Being given the skills throughout school to eventually be able to understand their emotions and deal with them independently e.g. resolving arguments between friends or family.  
  • Showing independence across the curriculum. Every fortnight, during a department assembly, children can receive certificates for being ‘inquisitive, resilient or independent’. The children then either have a VIP lunch or if they are in Y6, have juice and biscuits with the Head Teacher.
  • In the ‘Choices’ programme in Y5 and 6, children are often paired or grouped away from friendship groups and asked to discuss/debate the current issue. Often children have different viewpoints and they must independently form their own argument.

 

 

 

  

   

CREATIVE, CHALLENGING AND INSPIRING EXPERIENCES     

Problem-solving is a core part of a council’s task, asking how can we find a good way forward to tackle this problem that we have identified? This often calls for creativity and imagination. Children are encouraged to think creatively to solve problems. E.g. if someone is upset, how could we cheer them up? Maybe we could make them laugh by singing a funny song.  Open-ended activities and games are set up for children to investigate, solve problems and think creatively e.g. locked treasure chests with different keys or how to move sand from one container to another.   The ‘Choices’ programme in Years 5 and 6 gives opportunities for children to create word maps, posters, act out different scenarios.

 

The challenge to actually make something happen is a very real one for our children. Councils can fairly easily have lengthy discussions, without actually facing the challenge of how to turn their conclusions into actions. Children are encouraged to meet with the Head Teacher with a plan to put forward.

Activities in Early Years are set up which challenge children’s ability to work together e.g. taking turns to place bricks on a tower. This also tests children’s patience skills.  Children are challenged when their desires are not immediately met e.g. they want to go on a bike but they have to wait for the sand timer to finish before it is their turn.  Children can be challenged when they are asked to play with people outside their usual friendship group.  Although routines are usually in place at school, children are challenged when the normal timetable is not followed e.g. for a visitor or trip.  The ‘Choices’ programme challenges children’s opinions and thoughts, helps to broaden their mindset and think about the wider world.

 

There is a WOW factor to making a real difference in school. Recently, the children have organised for drinking fountains to become available outside. This innovation will help all children, but the idea came initially via one child and one class council.  

Organising and taking part in assemblies brings children together and helps them to understand about differences and similarities between people. Mentors from the CRC program come to talk to the children. Some whole class, small groups and a few individual children get 1:1 work with these people. Children often respond well to an outside presence and it can spur them on to try a little harder in the lessons.

PSHE IMPLEMENTATION  

PSHE is very much a cross curricular subject and permeates across all aspects of the wider curriculum, including through assemblies. Across the school there are half termly themes with age related content. These are: Resilience (Bounce Back programme), safety and anti-bullying, RSE and mental well-being, British Values and Rights, Keeping Safe and Economic well-being. The final topic includes an enterprise to be decided by classes and year groups. PSHE lessons are weekly and each child takes part in a weekly class council meeting and some children will be members of the whole school council. Each year group also takes part in the ‘Choices’ programme and specific lessons have been selected on interest and relevance.

RSE is taught at an age appropriate level, in consultation with parents and governors.

PSHE IMPACT  

Teachers use Assessment for Learning techniques to assess learning and supports future planning.

Each year group keeps a folder of work which clearly shows progression across the year. An additional folder is kept to show evidence of progression across the whole school from Nursery to Year 6. Year managers regularly involve groups of pupils in discussions about their own learning, including reflecting on standards achieved against the planned outcomes.  

Children should be able to talk confidently about how they are inquisitive, resilient and independent. Understand the importance staying safe and healthy and a good understanding of their well being.

Welcome to Anglesey Primary School...Parents, due to COVID-19, unfortunately you can not come into school unless you have an appointment.
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